Your Teaching Approach
Page Name=ExpTeacher
This section is where you can explore the role that you want to take in the learning session and how you will interact with your students, whether those interactions take place online and/or face to face. You may already have a way of teaching that suits you -- and your students -- best. However, if you want to try something different in this learning session, below is a range of roles for you to consider. Each role is associated with:
- A particular type of learning outcome in terms of the knowledge or skill that you want your students to acquire or build on during the learning session;
- A set of basic characteristics
You can also link to a 'typical' sequence of learning activities that exemplifies that role. In addition, if you're interested in specific models of learning, then you can link to a page containing a brief description of each model, together with a 'skeleton' activity sequence that shows how the model might be applied.
If you're interested in the theories of learning that underpin these roles, then click the relevant link below each approach.
Source for most of what follows: JISC mapping table A
Not happy with teacher labels. These need more work!
Need to eliminate redundancy with Lobas pages -- ensure that the "characteristics" section gives the main details of the role of the teacher and the nature of interactions with learners. Listing of activities should be folded into the General Overview (and, if relevant, the Detailed Sequence) on the Lobas page.
Include guidance re influence of learner characteristics on teaching role?
Content Expert (knowledge, skills)
Associated learning outcome: knowledge acquisition insert link to exact LO later
This is a strongly teacher-directed approach, in which the teacher takes the role of guide, lecturer, instructor, story-teller or instructional designer.
Characteristics of this approach:
- Routines of organised activity.
- Analysis of content into appropriate units (e.g. through Instructional Systems Design link to info on ISD? ).
- Appropriate representations of knowledge (e.g. adapted to learner preferences).
- Opportunities for learners to articulate their own conceptions.
- Adaptation to learners’ prior conceptions.
- Clear goals and feedback.
- Progression from unit to unit.
- Assessment tasks closely matched to learning outcomes.
Template activity sequence implementing this role Insert link to exact sequence later
Models of learning associated with this role: insert exact links later
Guided instruction | Instructional systems design | Conversational framework | Cognitive apprenticeship | Situated learning
Tutor-Facilitator (development of conceptions)
Associated learning outcome: development of conceptions insert link to exact LO later
In this approach the teacher aims to help students gain confidence and gradually direct their own learning, either individually or collectively (i.e. peer support). Possible roles for the teacher are: tutor, field trip supervisor, lab supervisor, research supervisor, chair (of debate) or dialogist.
Characteristics of this approach:
- Provide students with ill-structured problems to solve.
- Provide an environment and resources that support the discovery of knowledge through exploration.
- Promote reflection and the integration of ideas.
- Coach and model appropriate thinking skills and communication skills.
Template activity sequence implementing this role Insert link to exact sequence later
Models of learning associated with this role: insert exact links later
Experiential learning | Constructivist learning models | Problem-based learning | Case-based learning | Anchored instruction | Research-based learning | Conversational framework | Critical reflection | Dialogue, Argumentation
Tutor (cognitive skills)
Associated learning outcome: general cog skills, including study skills and key (or basic) skills insert link to exact LO later
The teacher directs students' learning of cognitive skills, but adopts the role of tutor rather than that of the content expert.
Characteristics of this approach:
- Routines of organised activity.
- Analysis of skills into component units.
- Appropriate guidance and modelling.
- Opportunities for learners to practise skills.
- Adaptation to learners’ competence (differentiation).
- Clear goals and feedback.
- Tasks become progressively more complex.
Template activity sequence implementing this role Insert link to exact sequence later
Models of learning associated with this role: insert exact links later
Cognitive scaffolding | Constructivist learning models | Cognitive apprenticeship | Situated learning
Coach, Trainer (practical skills)
Associated learning outcome: practical skills insert link to exact LO later
The teacher directs students' learning of practical skills, adopting the role of trainer or instructor.
Characteristics of this approach:
- Routines of organised activity.
- Analysis of skills into component units.
- Appropriate guidance and modelling.
- Opportunities for learners to practise skills.
- Adaptation to learners’ competence (differentiation).
- Clear goals and feedback.
- Tasks become progressively more complex.
Template activity sequence implementing this role Insert link to exact sequence later
Models of learning associated with this role: insert exact links later
Social Facilitator (social skills)
Associated learning outcome: social and communication skills insert link to exact LO later
See PI03 interview
The teacher helps students to develop their social and communication skills, e.g. adopting the role of chair in a debate or 'devil's advocate' in a discussion.
Characteristics of this approach:
- Establish a safe psycho-social context for the session: i.e. students need to feel that they can express their opinions freely and without fear of mockery or redress.
- Structure the social process: establish ground rules for the debate, discussion etc.
- Model and guide the social process: reinforce the ground rules where needed.
- Define clear outcomes for the process: e.g. a collective statement, vote etc.
Template activity sequence implementing this role Insert link to exact sequence later
Models of learning associated with this role: insert exact links later
Collaborative learning | Cognitive apprenticeship | Situated learning | Critical reflection | Dialogue, Argumentation
Supervisor, Mentor (personal development)
Associated learning outcome: professional or creative development insert link to exact LO later Also: adviser, 'critical friend'
Here, students are typically already practitioners in their own right, whether professional (e.g. teachers, accountants, managers in business), practical (e.g. gardeners) or creative (e.g. performance artists). The teacher thus acts more as a supervisor, 'critical friend' or, where support rather than development is required, as a guide or leader.
Characteristics of this approach:
- Learning is situated within some sort of community context, and so emphasis may also be laid on the development of relationships with other members of the community.
- Students are actively involved in shaping the learning experience, articulating their own goals, needs, strengths and values, and choosing and managing their own learning tasks.
- A supportive relationship between tutor/mentor and the student is essential.
- The mentor articulates and models practice.
Template activity sequence implementing this role Insert link to exact sequence later
Models of learning associated with this role: insert exact links later
Research-based learning, exploratory learning | Collaborative learning, CSCL | Cognitive apprenticeship | Situated learning | Critical reflection
